本研究旨在分析男性與女性現役軍人對於青年日報英文推特的比較，本研究調查對象包含一百位男性現役軍人及六十位女性現役軍人，主要發現如下：
一、男性現役軍人比女性現役軍人更喜歡閱讀青年日報英文推特。
二、男性現役軍人與女性現役軍人在青年日報英文推特的軍事英文用語的認知比較上無顯著差異，現役軍人對於軍事英文用語的瞭解，源自於工作中所接觸到的軍事英文用語。
三、男性現役軍人與女性現役軍人在透過青年日報英文推特學習英文的影響之比較上無顯著差異。
四、男性現役軍人與女性現役軍人在青年日報英文推特的英文可讀性上，均有正向的回應。
五、女性現役軍人認同青年日報英文推特的推文回應數量，會影響她們是否想要閱讀該推文。
本研究提供在軍中服務的新聞官一些建議：
一、在青年日報英文推特的內容方面，青年日報英文推特可以發布更多關於基層官兵、新式武器及最新軍事新聞的貼文。
二、青年日報英文推特可以增加注記或附註來說明軍事英文用語的意涵。
三、在青年日報英文推特中使用雙語(中、英文)推文，對於現役軍人的英語學習有很大的幫助。
四、在青年日報英文推特中發布可以連到其他社群軟體的外部連結，可促使更多沒有推特帳號的男性現役軍人與女性現役軍人接觸到青年日報英文推特。

The objective of the study is to examine the responses of the male and female in-service soldiers to English Youth Daily News on Twitter (EYDNT). The subjects of the present study included 100 male in-service soldiers (MIS) and 60 female in-service soldiers (FIS). The results summarized as follows:
1.  More MIS prefer reading the tweets in the EYDNT than the FIS.
2.There is no significant difference in the responses of the MIS and the FIS to the military terminology in the EYDNT. However, according to the statistical results, the in-service soldiers understand certain military terminology because they are exposed to the English terminology during work time.
3.There is no significant difference in the effects of English learning through the EYDNT on the MIS and the FIS.
4.Both MIS and FIS have highly positive responses to the EYDNT’s English readability.
5.The FIS agree the number of the “tweet’s discussion” will influence whether they want to read it.
Some implications are provided for the reference of press officers in the military.
1.For the content of EYDNT, the EYDNT can post more tweets about in-service soldiers of the basic level, new weapons and latest military news.
2.The EYDNT can add short notes to explain the meanings of English military terminology.
3.It is helpful to in-service soldiers to learn by using bilingual texts in the EYDNT.
4.It is crucial to post the tweets with external links which can lead to other social media to encourage more MIS and FIS to read the EYDNT and help those who do not have Twitter account to be exposed to EYDNT.
5.It is important to use the proper hashtags so that the MIS and FIS can easily read the tweets.

CHAPTER ONE INTRODUCTION
Background and Motivation                                                                1
Purposes of the Study                                                                            4
Research Questions                                                                           4
Significance of the Study                                                                   5
Limitations of the Study                                                                     5
Definitions of Terms                                                                             5
 
CHAPTER TWO LITERATURE REVIEW
Twitter and English Learning                                                                          7
The Development of Twitter                                                             7
Studies of Promoting Account on Twitter                                     9
Relations between Twitter and English Learning                                             10
Research on Twitter and English Learning                                          11
Studies of EFL Reading Comprehension and Twitter                                               12
 
Readability of Text                                                                             14
Definition of Readability                                                                     14
Research on Readability of Text                                                                             15
 
Gender in English Reading Comprehension                                                                    16
Effects of Gender Differences on English Reading Comprehension                   16
Gender and English Reading Strategy Use                                                                          17     
CHAPTER THREE METHODOLOGY           Subjects                                                                                      19
Background of the Subjects                                                               20
Education Background of the MIS and the FIS                                           20
English Learning Experience of the MIS and the FIS                                     21
The Levels of General English Proficiency Test on the MIS and the FIS           22        
Instruments                                                                                      23
A Questionnaire on Responses to EYDNT                                                 23
Study Procedures                                                                             24
Data Analysis                                                                                    25
Quantitative analysis                                                                      25
Qualitative analysis                                                                       25
CHAPTER FOUR RESULTS AND DISCUSSIONS
A Comparison of the MIS’s and the FIS’s Responses                                                        26
to the Content of EYDNT            
A Comparison of the MIS’s and FIS’s Responses of EYDNT’s                                             28
English Military Terminology                                                                     
A Comparison of the MIS’s and FIS’s Responses toward EYDNT’s                                31
Effects on English Learning                                                                             
A Comparison of the MIS’s and FIS’s Responses on EYDNT’s                                        33
English Readability                                                                             
A Comparison of the MIS’s and FIS’s Responses on the Promotion                        36
of EYDNT              
The MIS’s and FIS’s Suggestions for EYDNT                                                           39
 
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
Conclusions                                                                                                                   44
Implications                                                                                                                  46
Suggestions for Future Research                                                                                47
 
REFERENCES                                                                                                  48
 
APPENDIXES
Appendix A-1: A Questionnaire on Comparison of Responses toward English                    58
Youth Daily News on Twitter for The Male and Female
In-service Soldiers (Chinese Version)                                                                                
Appendix A-2: A Questionnaire on Comparison of Responses toward English                   64
Youth Daily News on Twitter for The Male and Female
In-service Soldiers (English Version)                                                                                                 
Appendix B: Reliability of the Questionnaire                                                                         67
Appendix C: Validity of the Questionnaire                                                                            68
 
LIST OF TABLES
Table 1 Distribution of the Numbers of the MIS and the FIS                                                      19
Table 2 Education Background of the MIS and the FIS                                            20
Table 3 English Learning Experience of the MIS and the FIS                                       21
Table 4 The Level of General English Proficiency Test on the MIS and FIS                       22
Table 5 A Comparison of Responses in the Five Dimensions of EYDNT Content                27                                                   
Table 6 A Comparison of the MIS’s and FIS’s Responses of EYDNT’s English                   30
 Military -Terminology                                                                                                              
Table 7 A Comparison of the MIS and FIS on EYDNT’s Effects toward English                  32
Learning                                                                                       
Table 8 A Comparison of the MIS’s and FIS’s Responses on EYDNT’s English                  34
Readability                                                                                                                  
Table 9 A Comparison of the MIS’s and FIS’s Responses on Promotion of the EYDNT      37
Table 10 The Reasons for not Following the EYDNT                                             40
Table 11 The MIS’s and FIS’s Suggestions for EYDNT Hashtags                            43
Figures

Acar,A. & Kimura, N. (2012). Twitter as a Tool for Language Learning: The Case of Japanese Learners of English. The Eighth International Conference on e Learning for Knowledge-Based Society. Unpublished doctoral dissertation, Kobe City University, Japan.
Ahmed,W. (2019). Using Twitter as a data source: an overview of social media research tools. Digital scholarship.Retrieved January 2021, from database (Master file)on the World Wide Web: https://bit.ly/3f21WDz
Akinola,O. T. (2015). Social media as a weapon mass instruction in training library and information science. Social Media Strategies for Dynamic Library Service Development, IGI Global, 24(2),175-202.
Aloraini,S. (2012). The impact of using multimedia on students’ academic achievement in the College of Education at King Saud University. Journal of King Saud University Languages and Translation, 41(5),75–82.
Alsamadani,H. A. (2009). The relationship between Saudi EFL college-level students’ use of reading strategies and their EFL reading comprehension. Unpublished doctoral dissertation, College of Education of Ohio University, United States.
Amandeep,D., Khalid, B. & Abeer, A. B. (2013). Tweeters on Campus: Twitter a Learning Tool in Classroom. Journal of Universal Computer Science, 33(7), 672-691.
Angela,H. (2010). Understanding the Military: The Institution, the Culture, and the People. SAMHSA, 5, 2-6.
Arellano,M. D. (2013). Gender differences in reading comprehension achievement in English as a foreign language in Compulsory Secondary Education. Tejuelo,16(7), 67-84.  
Asur,S., Huberman, B. A., Szabo, G. & Wang, C. (2011). Trends in Social Media:Persistence and Decay. SSRN Electronic Journal. Retrieved June 2, 2020, from database (Masterfile) on the World Wide Web: http://www.ssrn.com/abstract=1755748
Baer,J. (2019). 9 Key Discoveries in 2019 Social Media Research. Social Media Research.,11(31), Retrieved May 7, 2020,  from database (Masterfile) on the World Wide Web: https://www.convinceandconvert.com/social-media-research/2019-social-media-research/
Barnhart, B. (2020). Twitter: Evaluating Microblog Content Value. Sprout Social, 11(7),2-14.
Bernardo,A. H., Daniel, M. R. & Fang, W. (2008). Social networks that matter:Twitter under the microscope. Cornell University Journal, Retrieved December 24, 2020, from database(Masterfile) on the World Wide Web: https://arxiv.org/abs/0812.1045
Borau, K., Ullrich, C.,Feng, J., & Shen, R. (2009). Microblogging for Language Learning: Using Twitter to Train Communicative and Cultural Competence. Advances in Web Based Learning,33(1),78-87.
Brown, J. D. (1998). An EFL readability index. JALT Journal, 29(2), 7–36.
Cantrell,S. C. & Carter, J. C. (2009). Relationships among learner characteristics and adolescents’ perceptions about reading strategy use. Reading Psychology, 30,195-224.
Carmen, P-S. & Begoña, M-F. (2015). ESP vocabulary and social networking: The case of Twitter. Asociación Europea de Lenguas para Fines Específico, 3(6), Retrieved June 8, 2020, from database (Masterfile) on the World Wide Web: https://www.redalyc.org/pdf/2870/287038716007.pdf
Carr, J. & Pawels, A.(2006). Boys and Foreign Language Learning: Real Boys Do not Do Languages. New York: Palgrave Mac Millan, 6(9), 20-33.
Carrell, P. L. (1987). Readability in ESL. Reading in a Foreign Language, 4, 21-40.
Castrillo, M. D. (2013).Learners’ attitudes toward collaborative writing in e-learning classes: A Twitter project for German as a foreign language. Revista Española de Lingüística Aplicada. 127-138.
Catherine, T. (2009).Twitter as a Professional Learning Community. School Library Monthly/VolumeXXVI, Number 4. Retrieved may 22, 2020, from Research Gate on the World Wide Web: https://www.researchgate.net/publication/228500500_Twitter_as_a_professional_learning_community
Chall, J. S. & Dale, E. (1995). Readability Revisited: The New Dale-Chall Readability Formula, Brookline Books, Cambridge, MA, 55-76.
Charles,W. R. (1993). The Military-News Media Relation: Thinking Forward. Strategic Studies Institute US Army War College, United States, 1-10.
Chen,Q. (1995). Comprehension of science texts: Effects of domain-specific knowledge and language proficiency. Unpublished doctoral dissertation, McGill University, Montreal, 23-58.
Chen,K. Tzu-Ching. & Chen, S. Chia-Li., (2015). The Use of EFL Reading Strategies among High School Students in Taiwan. The Reading Matrix: An International Online Journal, 11, 156-163.
Chen,W. Y. (2014). A Study of Reading Strategies Used by EFL Students in a Technological University. Unpublished master dissertation, National Kaohsiung University of Applied Sciences, Taiwan, 5-7.  
Davis, M. R. (2011). Social media feeds freewheeling professional development. Education Week, 4, 13-14.
Dale,E. & Chall, J. S. (1949). The concept of readability. National Council of Teachers of English, 6(9), 19-26.
Despoina, A., Paraskevi, F. & Sotiris, I.(2020). A survey of Twitter research: Data model, graph structure, sentiment analysis and attacks. Science Direct, Retrieved September 6, 2020, from Science Direct database on the World Wide Web: A survey of Twitter research: Datamodel, graph structure, sentiment analysis and attacks | Elsevier EnhancedReader
Dong, M., Lin, J. &Tang, X. (2016). Chinese Lexical Semantics, 17th Workshop, CLSW, Singapore: Springer International Publishing AG.
Dubay,W. H. (2004). The Principles of Readability. Impact Information. Retrieved June 7, 2020, from Research Gate database on the World Wide Web: http://www.impact-information.com/impactinfo/readability02.pdf
Dunlap,J. C., & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 1-6.
Dwyer,C. A. (1974). Influence of children’s sex role standards on reading and arithmetic achievement. Journal of Educational Psychology, 66(6), 811–816.
Ebner, M. & Maurer, H. A. (2009). Can weblogs and microblogs change traditional scientific Writing? Future Internet,8, 47-58.
EDUCAUSE Learning Initiative. (2007). 7 things you should know about Twitter (Report No.ELI7027). Retrieved May 7, 2020, from EDUCASE database on the World Wide Web: http://www.educause.edu/ELI/7ThingsYouShouldKnowAboutTwitt/161801
Ehrman,M. (1990). The role of personality type in adult language learning: An ongoing investigation. In T. Parry & C.Stansfield (eds.) Language Aptitude Reconsidered. Englewood Cliffs, N.J.:Prentice Hall, 33-47.
Entin, E. B. & Klare,G. R. (1985). Relationships of measures of interest, prior knowledge, and readability to comprehension of expository passages. Advances in reading/language research, 38-39.
Fauzan, J. A. (2016). Gender Differences in Reading Comprehension Achievement, ELT-Echo, Volume 1,Number 1, 29-39.
Li, F.(2010). A Study of English Reading Strategies Used by Senior Middle School Students. Asian Social Science, 1-14.
Gardner,R. C. (1985). Social psychology and second language learning; The role of attitudes and motivation. London:Edward Arnold, 5-33.
Gil, P. (2018). What Is Twitter & How Does It Work? Twitter is a blend of social media, blogging, and texting, Lifewire. Retrieved February 5, 2020, from database on the World Wide Web: https://www.lifewire.com/what-exactly-is-twitter-2483331
Goroshko, O. I. &Samoilenko, S. A. (2011). Twitter as a Conversation through e-Learning Context. Retrieved February 5, 2020, from database on the World Wide Web: https://www.ris.uvt.ro
Grundvig,V. (2012). Can picture books in the English classroom lead to increased reading comprehension? Reading skills: Strong and Weak readers’ use of Reading strategies, 52.
Halvorson, A. (2010). Understanding the military: The institution, the culture and thepeople. Substance Abuse and Mental Health Service Administration, 2-3.
Harrison,T.L., & Hodges, R.E. (1995). The literacy dictionary: The vocabulary of reading and writing. DE: International Reading Association, Retrieved March 1, 2020, from Ebook database on the World Wide Web: http://www.420friendsonline.com/the-literacy-dictionary-the-vocabulary-of-reading-and-writing.pdf
Hashemi,M. (2018). The infrastructure behind twitter: Scale. Open Source. Retrieved March 1, 2020, from database on the World Wide Web: https://blog.twitter.com/engineering/en_us/topics/infrastructure/2017/the-infrastructure-behind-twitter-scale.html 
Hashemifardnia,A., Namaziandost, E., & Sepehri, M. (2018). The effectiveness of giving grade, corrective feedback, and corrective feedback-plus-giving grade on grammatical accuracy. International Journal of Research Studies in Language Learning, 8 (1), 15-27.
Hattem,D. (2013). The practice of microblogging. Journal of Second Language Teaching and Research, 7(6), 38-70.
Ho,P. Y. (2007). A study of EFL reading strategies used by vocational high school students in Taiwan. Unpublished master thesis, National Taiwan University of Science and Technology, Taiwan, 23-26.
Huang, Y. F. (2005).A Studyon Female Military Manpower from the Perspective of Glass-Ceiling Theory. Unpublished master thesis, Shih Hsin University, Taipei,119-123.
Ignacio, S. (2013).Inventing Twitter: An Iterative Approach to New Media Development. International Journal of Communication,33(8), 1-23.
Junco,R., Heiberger, G. & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 9(7), 119-132.
Kagan, J. (1971). Change and continuity in infancy. New York: John Wiley, 182.
Kane,M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The generality of working memory capacity: A latentvariable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology: General,9, 189-217.
Katrin,W., Axel, B., Jean, B., Merja, M., & Cornelius, P. (2014). Twitter and Society: An Introduction. Twitter and Society, 29-30.
Kaylani,C. (1996). The influence of gender and motivation on EFL learning strategy use in Jordan. In R. Oxfor (ed): Language Learning Strategies Around the World: Cross-cultural Perspectives,Honolulu: University of Hawai’I Press, 75-88.
Kerstin, B., Carsten, Ul.,Jinjin, F., & Ruimin S. (2009). Microblogging for Language Learning: Using Twitter to Train Communicative and Cultural Competence, ICWL, LNCS 5686, 78–87.
Kiernan,P. J. & Aizawa, K. (2004). Cell phones in task based learning: Are cellphones useful language learning tools? ReCALL.16 (1), 71-84.
Kitson,H. D. (1921). The Mind of the Buyer: A Psychology of Selling. New York: Macmillan, 5-180.
Klare,George. (1963). The measurement of readability. Ames, Iowa: Iowa State University Press, 11-18.
Klare,G. (1963). “Readability” in Handbook of Reading Research, P. D. Pearson, ed. New York: Longman, 681-744.
Klare,G., Shuford, E. H., & Nichols, W. H. (1957). The relationship of style difficulty, practice, and ability to efficiency of reading and retention. Journal of applied psychology, 222-226.
Krutka,D. G. (2014). Social media as a catalyst for convergence culture: Immersing preservice social studies teachers in the social media terrain. In W.B. Russell (Ed.), Digital social studies, 271-302.
Kylie, T. (2008). The"Grunt Truth" of Embedded Journalism: The New Media/Military Relationship. Stanford Journal of International Relations, 8,20-31.
Lee, M. J. (2011). A Study of the Background, Motivation and Strategies for High and Low Englis Achievers in Military Academy in Taiwan.Unpublished master dissertation, National Kaohsiung Normal University, Taiwan, 1-26.
Lett, J. A. (2005).Foreign language needs assessment in the US military, Second Language Needs Analysis, 105, 33-40.
Limin, L. (2004).Course-Specific Corpora in the Classroom: A News Media English Class in Taiwan. The Journal of Asia TEFL, Vol. 1, No. 1, 267-290.
Liu,X.,Tang, K., Hancock, J.,Han, J.,Song, M., Xu, R. & Pokorny, B. (2013). A text cube approach to human, social and cultural behavior in the Twitter stream. Social computing, behavioral-cultural modeling and prediction.Retrieved March 7, 2020, from Research Gate database on the World Wide Web: https://www.researchgate.net/publication/278663515_A_Text_Cube_Approach_to_Human_Social_and_Cultural_Behavior_in_the_Twitter_Stream
Lu, A. (2011). Twitter seen evolving into professional development tool. Education Week, 20, 17-50.
Lord,G. & Lomicka, L. A. (2014). Twitter as a tool to promote community among language teachers. Journal of Technology and Teacher Education, 22(2), 187-212.
Maccoby, E. E., &Jacklin, C. N. (1974). The psychology of sex differences.Unpublished doctoral dissertation, Stanford University, United States, 206.
Marinak, B. A., &Gambrell, L. B. (2010). Reading motivation: Exploring the elementary gender gap. Literacy Research and Instruction,49, 129-141.
McLaughlin, G. H. (1969).SMOG grading - a new readability formula.Journal of reading, 22, 639-646.
Meece, J. L., Beverly, B.G., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44,351-373.
Millard, E. (1993).Differently Literate: Boys, Girls and the Schooling of Literacy. Falmer Press, 1-35.
Miller, C. C. (2010). Why Twitter’s C.E.O. demoted himself. New York Times, Retrieved June 30, 2020,from New York Times on the World Wide Web: http://www.nytimes.com/2010/10/31/technology/31ev.html
Millerand,F. & Baker, K. S. (2010). Who are the users? Who are the developers? Webs of users and developers in the development process of a technical standard. Information Systems Journal, 137-161.
Ministry of National Defense official website. (2020). Retrieved January 27, 2020, from database on the World Wide Web: https://www.mnd.gov.tw/
Moggridge, B. (2010).Designing media. Cambridge, 19-30.
Nakashima, K. (2011).Text-based Pedagogy Using Twitter in Japanese English Education: A Pilot Study,Gaikokugo Kyouiku Journal 2011, 8, 56-58.
National DevelopmentCouncil. (2018). Blueprint for Developing Taiwan into a Bilingual Nation by 2030. Executive Yuan, 23.
Namaziandost, E. (2019). The Impact of Social Media on EFL Learners’ Speaking. Journal of Applied Linguistics and Language Research, Volume 6, Issue 3, 1-15.
Namaziandost, E., &Shafiee, S. (2018). Gender Differences in the Use of Lexical Hedges in Academic Spoken Language among Iranian EFL Learners: A Comparative Study. International Journal of Research in English Education, 3(4), 64-80.
Neil, N. & Lee, G. (2010). Text Readability within Video Retrieval Applications: A Study on CCTV Analysis, Journal of Multimedia, 5(2), 123-139.
Oakland, T. & Lane, H.B. (2004). Language, reading and readability formulas: Implications for developing and adapting test. International Journal of Testing, 1-25.
Otto,M. & Waune, R. (2005). Sunlight readability and luminance characteristics of lighte mitting diode push button switches. Journal of Educational Research, Vol.25, 82.
Oxford, R. L. &Crookall, D. (1989). Research on Language Learning Strategies: Methods,Findings, and Instructional Issues. The Modern Language Journal, 73, 404-419.
Oxford, R. L., &Nyikos, M. (1989). Variables affecting choice of language learning strategiesby university students. The Modern Language Journal, 73, 291-300.
Oxford, R. L. &Shearin, J. (1994). Language learning motivation: expanding the theoreticalframework. The Modern language Journal,51(6), 12-28.
Pae, TI. (2004). Gendereffect on reading comprehension with Korean EFL learners. System, 32, 265–281.
Pajares, F., &Valiante, G. (2001). Gender differencesin writing motivation and achievement of middle school students: A function ofgender orientation. ContemporaryEducational psychology, 26, 366–381.
Panayiota, K.,Timothy, C. P. & George, S.(2015). Reading Comprehension and PASS Theory. Cognition, Intelligence andAchievement,177-178.
Park, Y. H. (2010). Korean EFL college students’ readingstrategy use to comprehend authentic expository/technical texts in English.Unpublished master dissertation. University of Kansas, Korea, 1-69.
Payne, T. W. & Lynn,R. (2011). Sex differences in second language comprehension. Personality and Individual Differences, 50(3), 434-436.
Phakiti, A. (2003). Acloser look at the relationship of cognitive and metacognitive strategy use toEFL reading achievement test performance. LanguageTesting, 20, 26-56.
Pikulski, J. J. (2002).Readability,HoughtonMifflin Reading, 9(7), 1-3.
Poole, A. (2010). The reading strategies used by male and female English language learners: A study of Colombian high school students. NERA Journal, 6(11), 29-40.
Ravand, H. & Sardari,S. A. (2017). The effect of gender and academic background on cloze and reading comprehension performance using G-Theory. Psychological Test and Assessment Modeling, Volume 59(2), 207-228.
Rinaldo, S. B., Tapp, S.,& Laverie, D. A. (2011). Learning by Tweeting: Using Twitter as a Pedagogical Tool. Journal of Marketing Education, 33(2), 193–203.
Ruipérez, G., Castrillo,M. D., & Cabrero, J. C. G. (2011). The use of Twitter to improve written expression competence in foreign language learning. Arbor Journal, 36, 159-163.
Ryan, R. M., & Deci,E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Samoilenko, S. (2011). Interview about higher education through Twitter. Online Journal of Educational Technology, 11(1),Retrieved February 24, 2020, from database on the World Wide Web: https://reurl.cc/avppEl
Seaman, J. & Hester, T.K. (2013). Social media for teaching and learning. Retrieved February 24, 2020, from Babson Survey Research Group on the World Wide Web: http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0
Selwyn, N., & Grant, L.(2009). Researching the realities of social software use – An introduction. Learning. Media and Technology, 5(8), 79-86.
Stein, J. & Urdang, L.(1983). The Random House dictionary of the English language. New York: Random House, 55.
Sun, J. W. (2001). A Practical Study on Commanding Behavior and Power Bases of Female Naval Officers－Samples taken from female officers serving on warships of the R.O.C Navy, Unpublished master dissertation, National Sun Yat-sen University, Taiwan,55-57.
Taiwan Internet Report. (2019).Taiwan Network Information Center. Retrieved March 18, 2020, from Taiwan Network Information Center  on the World Wide Web: https://report.twnic.tw/2019/assets/download/TWNIC_TaiwanInternetReport_2019_EN.pdf
Tamara,A. S. (2011). What is the hashtag? A content analysis of Canadian politics on Twitter. Journal Information,Communication and Society, 872-875.
Tayebinik,M. & Puteh, M. (2012). Mobile Learning to Support Teaching English as a Second Language. Journal of Education and Practice, Vol 3, No 7, 56-62.
TOEICL&R 2019 Report on Test Takers Worldwide. (2019). Educational Testing Service, 1-5.
Twitter. (2006). Twitter Inc. Retrieved March 9, 2020, from database on the World Wide Web: http://web.archive.org/web/20061109073453/http://twitter.com
Twitter Demographics. (2020). Omnicore Agency. Retrieved March 9, 2020, from database on the World Wide Web: https://www.omnicoreagency.com/twitter-statistics/
Wang, J., & Guthrie,J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between US and Chinese students. Reading Research Quarterly, 39(2), 162-186.
Young, C., & Kraut, N.(2011). Repurposing social networking tools for the classroom: An examination of Twitter’s potential for enhancing ELA content knowledge. Proceedings of Society for Information Technology & Teacher Education International Conference, 5, 3781-3788.
軍事院校各學年度學生人數性別比例統計(2019)。國防部，取自https://www.mnd.gov.tw/
傅啟禎 (Fu, C. C.) (2018)。青年日報邁入數位發展之研究(未出版之碩士論文)。國防大學政治作戰學院，桃園，臺灣。
新編國軍簡明美華軍語辭典(2019)。國防部，取自https://www.mnd.gov.tw/NewUpload/%E6%96%B0%E7%B7%A8%E5%9C%8B%E8%BB%8D%E7%B0%A1%E6%98%8E%E7%BE%8E%E8%8F%AF%E8%BB%8D%E8%AA%9E%E8%BE%AD%E5%85%B8(10811_07).pdf鄭孟舫(Cheng, M.F. ) (2009)英語能力和性別差異對閱讀策略使用之影響(未出版之碩士論文)。國立屏東商業技術學院，屏東，臺灣。